Students will research one Spanish-speaking country. They will then use that research to write a narrative about what they would do and see on an imaginary vacation to that country. Finally, they will take ten main points from that narrative and express them orally in Spanish. This activity will meet the following objectives:
CCSS.ELA-Literacy.W.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a dream vacation, etc..
CCSS.ELA-Literacy.W.9-10.3c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
CCSS.ELA-Literacy.W.9-10.3d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
CCSS.ELA-Literacy.W.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
12.G.1.2 Compare various types of visual representations, such as traditional and mental maps, charts, graphs and remote imaging.
12.G.2.2 Analyze how the movement of goods, people and ideas encouraged and impacted globalization.
Learning Activities
To introduce the lesson, students will participate in an interactive teacher-led lesson (using Google maps), in which the countries that speak Spanish are revealed. Students will discuss what they know and what they want to know about each country.
Students will be paired and together must decide on a country to research. Research topics will be divided and completed on a Google Doc to which the instructor has access.
Students use an app to complete initial research about their country (questions/details are outlined below).
Students then use an internet search engine to find out more about food, tourist attractions, landmarks, etc...so that they could plan a trip to their country. They will check in with the instructor at this point so progress can be monitored and feedback given.
Students will discuss and decide upon their dream vacation spot within the country. They will also discuss potential foods they will consume, and cultural activities they will experience. They will document their vacation using the Story Creator app.
Students will decide on ten sentences to describe their country, or what they think about their country. They will spend time planning what they will say in Spanish, working together to make sure that the sentences are correct, revising, and practicing. They will check in with the instructor at this point so progress can be monitored and feedback given.
At home, students will individually use the Dragon Dictation app to record and dictate their Spanish sentences. If there are any mistakes, they must try to re-record at least two times. If the mistakes still persist, they can edit using the keyboard.
The ten sentences must be posted to a designated classroom Twitter hashtag.
In the classroom, the Twitter hashtag results will be displayed, and the statements will be read aloud and discussed as a class.
Assessment will take place using a rubric. Students will receive a copy of the rubric with personalized feedback, compliments, and suggestions.
Students will tweet what went well with their groups, and some tips our tricks that they learned in using the apps and technology tools.
Integration of App/Tool
Students will use World-Languages All-in-One to do the initial research on the Spanish-speaking country of their choice. They must use the app to be able to:
Locate the country on a map.
Name the capital and two other large towns or cities.
Describe the climate of the country.
Identify the crops or other natural resources of the country.
State the population and approximate GDP in comparison with the United States.
Compare the the country with a US state.
Relate any current environmental issues.
Students will use the Story Creator app to create a narrative about their dream vacation in the country. This should include writing about the location(s) in the country, along with types of food and cultural events.
Students will finally use Dragon Dictation to write and translate ten statements about their country (can be fact or opinion) in Spanish. This will be done at home on their own time. If students do not have access to a mobile device it can be done at school using the instructor's or school's device. The edited and correct statements will then be posted to a project-dedicated Twitter hashtag and discussed in class.
Collaboration
Students will work in groups of two to complete the first two parts of this project. Research tasks will be divided equally and both members are responsible for making sure their teammate has access to all of the information. Writing tasks will also be shared as students will collaborate on both the story topic (the country and what they will do there) and its execution (creating the multimedia story book).
Students will then be asked to reflect on their group work, relating what worked well in their group, rating the work of other students, and relating some tricks, tips, or strategies that they employed with the mobile technology.
1. B - Engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
1. D - Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments. 2. A - Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity. 3. D - Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.
Assessment
Students will be assessed using the following rubric:
1
2
3
Participation/Collaboration
15%
You did not make much of an effort to work with your partner.
You were rude or inconsiderate to your partner.
You did not complete your share of work on time.
You were unable to relate what went well in your group, and did not share any tech tips.
You had to be encouraged to work with your partner.
You were mostly kind and considerate to your partner.
You completed most of your work on time.
You mentioned 1 thing that worked well in your group, and 1 tech tip.
You worked really well with your partner.
You were kind and considerate to your partner.
You completed your share of the work on time.
You went above and beyond what was required.
You explained multiple things your group did well, and had multiple tech tips that the class could learn from.
Research
15%
You were missing 4 or more components, or they were incorrect.
You were missing 1-3 components, or they were incorrect.
You completed your research accurately.
Dream Vacation Story
40%
The story lacked any details or descriptive language.
There were many spelling or grammatical errors.
The story was incomprehensible, or it was not at all based on research.
The story used only text to describe the experience.
The story could use more details or descriptive language.
There were some spelling or grammatical errors.
The story was hard to follow at times, or it was not obvious that it was based on research.
The story used text and images to describe the experience.
The story is creative and interesting.
There are no spelling or grammatical errors.
The story makes sense, and it is obvious that it is based on you research.
The story used text, images, audio, and video to describe the experience.
Spanish Dictation/Twitter Post
30%
You dictated less than 8 sentences.
You dictated 10 sentences, but there were many mistakes.
You did not post those sentences to our Twitter feed on time.
You dictated at least 8 sentences.
You dictated ten sentences, but there were some mistakes.
You posted those sentences to our Twitter feed on time.
You dictated ten sentences correctly.
You posted those sentences to our Twitter feed on time.
Materials/Resources
Internet-accessible mobile devices, either personal or owned by the school, that run Apple iOS. Including, but not limited to: iPhone, iPad, or iPod Touch.
The following apps should be installed on the iOS devices:
World Countries ALL-IN-ONEFree. 7 Educational Apps, by ADS Software Group, Inc. (free)
Curriculum Objectives
Students will research one Spanish-speaking country. They will then use that research to write a narrative about what they would do and see on an imaginary vacation to that country. Finally, they will take ten main points from that narrative and express them orally in Spanish. This activity will meet the following objectives:
Common Core, Writing, 9th Grade
NC Essential Standards, World Languages (Novice Low Level)
NC Essential Standards, 21st Century Geography (Social Studies Elective)
Learning Activities
Integration of App/Tool
Collaboration
Students will work in groups of two to complete the first two parts of this project. Research tasks will be divided equally and both members are responsible for making sure their teammate has access to all of the information. Writing tasks will also be shared as students will collaborate on both the story topic (the country and what they will do there) and its execution (creating the multimedia story book).
Students will then be asked to reflect on their group work, relating what worked well in their group, rating the work of other students, and relating some tricks, tips, or strategies that they employed with the mobile technology.
ISTE NETS-T or other Professional Standards
1. B - Engage students in exploring real-world issues and solving authentic problems using digital tools and resources.1. D - Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.
2. A - Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
3. D - Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.
Assessment
Students will be assessed using the following rubric:
15%
You were rude or inconsiderate to your partner.
You did not complete your share of work on time.
You were unable to relate what went well in your group, and did not share any tech tips.
You were mostly kind and considerate to your partner.
You completed most of your work on time.
You mentioned 1 thing that worked well in your group, and 1 tech tip.
You were kind and considerate to your partner.
You completed your share of the work on time.
You went above and beyond what was required.
You explained multiple things your group did well, and had multiple tech tips that the class could learn from.
15%
40%
There were many spelling or grammatical errors.
The story was incomprehensible, or it was not at all based on research.
The story used only text to describe the experience.
There were some spelling or grammatical errors.
The story was hard to follow at times, or it was not obvious that it was based on research.
The story used text and images to describe the experience.
There are no spelling or grammatical errors.
The story makes sense, and it is obvious that it is based on you research.
The story used text, images, audio, and video to describe the experience.
30%
You dictated 10 sentences, but there were many mistakes.
You did not post those sentences to our Twitter feed on time.
You dictated ten sentences, but there were some mistakes.
You posted those sentences to our Twitter feed on time.
You posted those sentences to our Twitter feed on time.
Materials/Resources
Value Beyond the Classroom/Learning Experience
Learning Activity Development Resources/Citations
21st Century Geography NC Essential Standards
http://www.ncpublicschools.org/docs/acre/standards/new-standards/social-studies/global-geo.pdf
Bloom's Taxonomy Action Verbs:
http://www.clemson.edu/assessment/assessmentpractices/referencematerials/documents/Blooms%20Taxonomy%20Action%20Verbs.pdf
Common Core State Standards Initiative:
http://www.corestandards.org/ELA-Literacy/W/9-10
Google Apps for Education:
http://www.google.com/enterprise/apps/education/benefits.html
Gunn, Jeff. (2011, September 12). The Ultimate Guide to Using Twitter in Education. Retrieved from
http://edudemic.com/2011/09/twitter-in-education/.
Harpold, Carol Leynse. (2012, September 9). Story Creator App. Retrieved from http://otswithapps.com/2012/09/09/story-creator-app/.
ISTE NETS-T Advanced Digital Age Teaching Standards:
http://www.iste.org/docs/pdfs/nets-t-standards.pdf?sfvrsn=2
World Languages NC Essential Standards:
http://www.ncpublicschools.org/docs/acre/standards/new-standards/foreign-language/world-language.pdf